The teaching activities here presented were undertaken in the BA course in Comparative Education and aimed at addressing ChatGPT in the university context from a critical perspective. Rather than treating generative AI as merely another digital tool with certain functionalities, the students were invited to discuss its performative lasting effects in education. The activities were developed in two sessions, focusing on: (1) training ChatGPT and exploring how different parameters impact its responses; (2) using ChatGPT for comparative analyses, evaluating the outputs validity. Critical discussions enabled the students to make informed decisions about how/whether to use ChatGPT in their academic journey.